Effects of a Literacy Feature in an Augmentative and Alternative Communication App on Single-Word Reading of Individuals with Severe Autism Spectrum Disorders

Autor/inn/en	Caron, Jessica; Light, Janice; McNaughton, David
Titel	Effects of a Literacy Feature in an Augmentative and Alternative Communication App on Single-Word Reading of Individuals with Severe Autism Spectrum Disorders
Quelle	In: Research and Practice for Persons with Severe Disabilities, 46 (2021) 1, S.18-34 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Caron, Jessica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
DOI	10.1177/1540796921992123
Schlagwörter	Augmentative and Alternative Communication; Autism; Pervasive Developmental Disorders; Severe Disabilities; Program Effectiveness; Literacy; Vocabulary Development; Reading; Special Education; Males; Children; Adolescents; Intelligence Tests; Verbal Ability; Elementary Secondary Education; Pennsylvania; Peabody Picture Vocabulary Test; Childhood Autism Rating Scale + Suchen Sie Ihr Suchwort? Autismus; Severe disability; Schwerbehinderung; Alphabetisierung; Schreib- und Lesefähigkeit; Wortschatzarbeit; Leseprozess; Lesen; Special needs education; Sonderpädagogik; Sonderschulwesen; Male; Männliches Geschlecht; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Intelligence test; Intelligenztest; Mündliche Leistung
Abstract	The purpose of this study was to investigate the effects of an augmentative and alternative communication (AAC) app with transition to literacy (T2L) software features (i.e., dynamic text and speech output upon selection of a graphic symbol within the grid display) on the acquisition of 12 personally relevant single words for individuals with severe autism spectrum disorder (ASD) who had minimal or no speech. The study implemented a single-subject, multiple-probe, across word sets design with four participants. All four participants in this study demonstrated increased accuracy reading targeted single words and results from this study provide preliminary evidence that the T2L features can positively affect the single-word learning of individuals with ASD who have minimal speech and limited literacy skills. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01